Don’t Forget About Me !!!…
Emotional well-being and trauma in youth
Gregory E. Perkins, Ed.D.. MSW, ACSW, LAPSW
Emotional well-being and trauma in youth
Objectives
• Discuss trauma in general
• What is secondary trauma?
• Secondary trauma within home settings
• Secondary trauma specifically related to military
families
• Discuss methods to reduce secondary trauma for
you
“Traumatic experiences can be dehumanizing, shocking or
terrifying, singular or multiple compounding events over time,
and often include betrayal of a trusted person or institution and
a loss of safety. Trauma can result from experiences of violence.
Trauma includes physical, sexual and institutional abuse,
neglect, intergenerational trauma, and disasters that induce
powerlessness, fear, recurrent hopelessness, and a constant state
of alert. Trauma impacts one's spirituality and relationships with
self, others, communities and environment, often resulting in
recurring feelings of shame, guilt, rage, isolation, and
disconnection. Healing is possible.”
The presentation seeks to educate the audience
about the emotional health of children.
Secondary trauma experienced by children may
not have an immediate impact on daily
functioning but potentially may provide
significant emotional challenges later in life.
According to the New York University Child Study
Center “But beyond the sniffles and the bruised knees,
there is a myriad of other aspects to Keeping Kids
Healthy in today’s changing world.
Parents and care-givers must navigate the complexities
and challenges of issues ranging from self-esteem to
substance abuse, from video games to eating disorders,
from schoolyard bullying to campus violence.”
Emotional well-being and trauma in youth
Defining Trauma and Child Traumatic Stress
Trauma
Children and adolescents experience trauma under two
different sets of circumstances.
Some types of traumatic events involve (1) experiencing a
serious injury to yourself or witnessing a serious injury to
or the death of someone else, (2) facing imminent threats
of serious injury or death to yourself or others, or (3)
experiencing a violation of personal physical integrity.
These experiences usually call forth overwhelming feelings
of terror, horror, or helplessness. Because these events
occur at a particular time and place and are usually
short-lived, we refer to them as acute traumatic events.
Emotional well-being and trauma in youth
These kinds of traumatic events include the following:
•School shootings
•Gang-related violence in the community
•Terrorist attacks
•Natural disasters (for example, earthquakes, floods, or hurricanes)
•Serious accidents (for example, car or motorcycle crashes)
•Sudden or violent loss of a loved one
•Physical or sexual assault (for example, being beaten, shot, or
raped)
In other cases, exposure to trauma can occur repeatedly over long
periods of time. These experiences call forth a range of responses,
including intense feelings of fear, loss of trust in others, decreased
sense of personal safety, guilt, and shame. We call these kinds of
trauma chronic traumatic situations.
Emotional well-being and trauma in youth
In other cases, exposure to trauma can occur repeatedly over
long periods of time. These experiences call forth a range of
responses, including intense feelings of fear, loss of trust in
others, decreased sense of personal safety, guilt, and shame.
We call these kinds of trauma chronic traumatic situations.
These kinds of traumatic situations include the following:
•Some forms of physical abuse
•Long-standing sexual abuse
•Domestic violence
•Wars and other forms of political violence
Emotional well-being and trauma in youth
The 12 Core Concepts: Concepts for
Understanding Traumatic Stress Responses in
Children and Families
Emotional well-being and trauma in youth
1. Traumatic experiences are inherently complex.
2. Trauma occurs within a broad context that
includes children’s personal characteristics, life
experiences, and current circumstances.
3. Traumatic events often generate secondary
adversities, life changes, and distressing reminders
in children’s daily lives.
4. Children can exhibit a wide range of reactions to
trauma and loss.
NCTSN Core Curriculum on Childhood Trauma Task Force (2012). The 12 core concepts: Concepts for
understanding traumatic stress responses in children and families. Core Curriculum on Childhood Trauma.
Los Angeles, CA, and Durham, NC: UCLA-Duke University National Center for Child Traumatic Stress.
Emotional well-being and trauma in youth
5. Danger and safety are core concerns in the lives of
traumatized children.
systems.
6. Traumatic experiences affect the family and broader
caregiving
7. Protective and promotive factors can reduce the
adverse impact of trauma.
NCTSN Core Curriculum on Childhood Trauma Task Force (2012). The 12 core concepts: Concepts for
understanding traumatic stress responses in children and families. Core Curriculum on Childhood Trauma.
Los Angeles, CA, and Durham, NC: UCLA-Duke University National Center for Child Traumatic Stress.
Emotional well-being and trauma in youth
8. Trauma and post-trauma adversities can strongly
influence development.
9. Developmental neurobiology underlies children’s
reactions to traumatic experiences.
10. Culture is closely interwoven with traumatic
experiences, response, and recovery.
NCTSN Core Curriculum on Childhood Trauma Task Force (2012). The 12 core concepts: Concepts for
understanding traumatic stress responses in children and families. Core Curriculum on Childhood Trauma.
Los Angeles, CA, and Durham, NC: UCLA-Duke University National Center for Child Traumatic Stress.
Emotional well-being and trauma in youth
11. Challenges to the social contract, including legal
and ethical issues, affect trauma response and
recovery.
12. Working with trauma-exposed children can
evoke distress in providers that makes it more
difficult for them to provide good care.
NCTSN Core Curriculum on Childhood Trauma Task Force (2012). The 12 core concepts: Concepts for
understanding traumatic stress responses in children and families. Core Curriculum on Childhood Trauma.
Los Angeles, CA, and Durham, NC: UCLA-Duke University National Center for Child Traumatic Stress.
Emotional well-being and trauma in youth
Secondary Trauma
Emotional well-being and trauma in youth
Secondary Trauma
Research also indicates that although most military children are
healthy and resilient, and may even have positive outcomes as a
result of certain deployment stressors, some groups are more at
risk.
Among those are young children; some boys; children with
preexisting health and mental health problems; children whose
parents serve in the National Guard, are reserve personnel, or
have had multiple deployments; children who do not live close
to military communities; children who live in places with
limited resources; children in single-parent families with the
parent deployed; and children in dual-military parent families
with one or both parents deployed.
Secondary Trauma
A Child’s Signs of Stress
Behaviors
Moods
Refuses to eat
Listless
Infants
Ages
< 1 yr
Toddlers
1-3 yrs
Cries, tantrums
Irritable, sad
Preschool
3-6 yrs
Potty accidents,
clingy
Irritable, sad
School Age
6-12 yrs
Whines, body aches Irritable, sad
Teenagers
12-18 yrs
Isolates, uses drugs Anger, apathy
Remedy
Holding, nurturing
Increased
attention, holding,
hugs
Increased
attention, holding,
hugs
Spend time
together, maintain
routines
Patience, limitsetting, counseling
Secondary Trauma
EARLY CHILDHOOD TO ADOLESCENCE, 6–19 YEARS OLD
Children and youth in these age ranges may have some of the same
reactions to trauma as younger children. Often younger children want
much more attention from parents or caregivers. They may stop doing
their school work or chores at home. Some youth may feel helpless and
guilty because they cannot take on adult roles as their family or the
community responds to a trauma or disaster.
Secondary Trauma
• Children, 6–10 years old, may fear going to school and stop spending
time with friends. They may have trouble paying attention and do
poorly in school overall. Some may become aggressive for no clear
reason. Or they may act younger than their age by asking to be fed
or dressed by their parent or caregiver.
Emotional well-being and trauma in youth
Military families are not immune to the stresses of
deployment.
There is a growing body of research on the impact of
prolonged deployment and trauma-related stress on
military families, particularly spouses and children.
Strengthening Our Military Families; Meeting America’s Commitment www.whitehouse.gov
Secondary Trauma
I serve too, I’m a military child,
I stay strong when my dad goes away.
If there is a war and my dad is detached,
I will help him fight back.
With my braveness and courage I can stay strong,
My family’s support helps me carry on.
Whenever we move, I start over again,
I have to go to a new school, and make new friends.
Even though people think I’m a military brat,
I just don’t quite see it like that.
My daddy helps defend our country,
So we can live in peace and harmony.
So all the military children help their mothers and fathers,
Because we serve too, we’re their sons and daughters.
By Kiara, 6th Grade, Belle Chasse Academy, Louisiana
© 2003 Military Child Education Coalition
www.militarychild.org
DISCUSSION ?